Learning emerges through the transformation of experience.
As an educator, designer, and learner, Trevor Embury is committed to creating learning environments where students actively engage with material by questioning, applying, and reflecting on concepts, whereby these processes become pathways to personal and intellectual growth. This pedagogical philosophy aligns with the ideas of John Dewey, who emphasized that learning is most effective when individuals actively participate in shaping their understanding of the world through hands-on engagement, problem-identifying, and critical thinking—more succinctly, ‘learning by doing’.
Embury recognizes the importance of guiding learning as a quest for (re)discovery, (re)imagination, and (un)/(re)learning. As a result, this quest becomes inherently collaborative, extending not only the field of action but also the field of possibilities. Inspired by the works of scholars such as Anne-Marie Willis, Leroy Little Bear, Ezio Manzini, bell hooks, and Clive Dilnot, this approach empowers individuals to unpack the function of Design in society, giving rise to a progressive praxis for (re)shaping and (un)/(re)making.
His teaching approach is interdisciplinary and collaborative, weaving philosophical engagement and pluralistic perspectives that blend Indigenous and Western worldviews with a keen interest in where Design needs to become.
